Slide 2 Topic 8: Major Works & Q 3 A. Building Skills for
Open Questions Open Question Prompt: 1986 Some works of literature
use the element of time in a distinct way. The chronological
sequence of events may be altered, or time may be suspended or
accelerated. Choose a novel, an epic, or a play of recognized
literary merit and show how the authors manipulation of time
contributes to the effectiveness of the work as a whole. Do not
merely summarize the plot. Slide 3 Scoring Guideline: 9-8 These
well-written essays identify and discuss in an accurate way a
significant manipulation of time in an appropriate chosen work.
They also demonstrate with apt and specific references to the text
how that treatment of time contributes to the effectiveness of the
work by relating it to the meaning, structure, or themes of the
work. Writers of these essays demonstrate stylistic maturity by an
effective command of sentence structure, diction, and organization.
The writing need not be without flaws Slide 4 A. Building Skills
for Open Questions Survey assignment, p. 157, notebook Survey
assignment, p. 157, notebook Score Sample Essays, pp. 158-160 Score
Sample Essays, pp. 158-160 As you read each essay, identify and
note the techniques/themes students discuss Slide 5
Techniques/Themes in Samples I. Flashback, altered sequence I.
Flashback, altered sequence II. No strategies, plot summary II. No
strategies, plot summary III. Suspension of time, timelessness,
repetition of the same moment, victim of time III. Suspension of
time, timelessness, repetition of the same moment, victim of time
IV. No sense of time, repetition, disorder, suspension, comic
timing IV. No sense of time, repetition, disorder, suspension,
comic timing V. Non-chronology, past yields self-knowledge,
suspense, memoryhidden meanings V. Non-chronology, past yields
self-knowledge, suspense, memoryhidden meanings Slide 6 Slide 7
Scores: manipulation of time I = 5 I = 5 II = 4 II = 4 III = 8 III
= 8 IV = 8 IV = 8 V = 9 V = 9 See follow-up on p. 161 Slide 8
Hamlet Groups Group 1, Act I Group 1, Act I Group 2, Acts II-III
Group 2, Acts II-III Group 3, Acts IV-V Group 3, Acts IV-V Group 4,
All of Hamlet Group 4, All of Hamlet Start by sharing Hamlet
teaching plans. Slide 9 Guide for Hamlet Text Analysis 1. Use
Hamlet Study Guide, pp. 162-169. 2. Select Study Guide questions on
text passages your group wants to discuss. 3. Let the Study Guide
questions keep you discussion focused, but add your own questions,
too. 4. Survey Literature and Composition, pp. 830-834, for
excellent resources. Create or select an Open Question suitable for
Hamlet (See pp. 188-190 or go online for more recent Open
Questions.) Slide 10 Heart of Darkness Groups Opening Section:
Start with first questions on Study Guide; p. 170. Proceed as far
as you can, reading and discussing as needed. A) Mariellamoderator;
Gabe, Rand, Lou Sylvia, active participants; Heather and Kristen,
listeners & contributors B) Lloydmoderator; Clara, Katie,
Stephanie, Shawn C) The not read group with Joanmoderator; read a
section, then use the Study Guide to discuss; try to get through
pp. 371-373 Slide 11 Guide for Heart of Darkness Discussion 1. Use
Heart of Darkness Study Guide, pp. 170-175. 2. Select Study Guide
questions on text passages your group wants to discuss. 3. Let the
Study Guide questions keep your discussion focused, but add your
own questions, too. 4. Survey Literature and Composition, pp.
429-433. Slide 12 Slide 13 Dubliners Groups First Four Stories:
Kiron, Laura R., Joshua, Stephanie, Sherri First Four + The Dead:
A) Traci, Anne, Debbie B) Adrienne, Lorna, Laura S., Paulette Slide
14 Guide for Dubliners Discussion 1. Locate Study Guide, pp.
176-186. 2. Select Study Guide questions on text passages your
group wants to discuss. 3. Let the Study Guide questions keep your
discussion focused, but add your own questions, too. 4. Check
Literature and Composition to identify questions on The Dead,
162-91 5. Discuss DiYannis Why Teach Dubliners? Select or create an
Open Question suitable for The Dead. See pp. 188-190) Slide 15
Slide 16 Other Groups Group 1 The Awakening KironStephanie Laura S.
Laura R. Debbie Group 2 Awakening Their Eyes Were...
PauletteAnneJoshua Group 3 Wuthering Heights
AdrienneLornaSherriTraci Slide 17 For Friday Options for
preparation: Do what you value most... Read From The Spectator, pp.
170-175 & score Read From The Spectator, pp. 170-175 &
score Note Topic 7: F, Secondary Sources, Documented Literary
Analysis Essay Note Topic 7: F, Secondary Sources, Documented
Literary Analysis Essay For Friday, become familiar with Coaching
to the Nines, pp. 239-263. For Friday, become familiar with
Coaching to the Nines, pp. 239-263. Bring your 2010 Exam Study
Guide for Question 1 OR Question 2. Make 2-3 copies if possible.
Bring your 2010 Exam Study Guide for Question 1 OR Question 2. Make
2-3 copies if possible. Bring your essay response to Question 3.
Bring your essay response to Question 3. Slide 18 Novels, Plays and
Open Qs Survey book titles for Open Questions, p. 187. Go online
for new lists. Survey book titles for Open Questions, p. 187. Go
online for new lists. Survey Open Questions, pp. 188-190 Survey
Open Questions, pp. 188-190 Explore AP Central samples Explore AP
Central samples See Research Essay on Pride and Prejudice,
Appendix, pp. 12-15. See Research Essay on Pride and Prejudice,
Appendix, pp. 12-15. Explore SAS Curriculum Pathways for lessons on
novels and plays Explore SAS Curriculum Pathways for lessons on
novels and plays Slide 19 Slide 20 Challenge Create a Close Reading
Guide for a 2011 Exam question, OR Create a Close Reading Guide for
a 2011 Exam question, OR Write an essay response to a 2011 question
Write an essay response to a 2011 question Assignment: Read and
study carefully, pp.194-210, Coaching to the Nines
Collaboration
